Theses & Dissertations

Year			Student	Advisor
2025	Contribution of collaboration between the laboratory technician and the team of biology teachers to dynamic open inquiry-based teaching as part of high school biology teaching (Hebrew)	MA	Khalaily, Areen	Prof. Michal Zion
2022	Accommodating students' diversity and needs in science studies : a multi-faceted holistic approach	PhD	Aloni, Oshra	Dr. Ornit Spektor-Levy Prof. Michal Zion
2022	Different approaches to teaching motion problems : the impact of the teaching method on student's knowledge, with regard to gender differences (HEBREW)	MA	Ashkenazi, Hagit	Dr. Iris Schreiber Prof. Michal Zion
2022	Effect of integrating technology into physics teaching on students' achievements and self efficacy (HEBREW)	MA	Mahajnih, Aamer	Dr. Iris Schreiber Prof. Michal Zion
2022	Implications of SMART (Spaced-learning for Memory And Retention Teaching) and SPACED learning-based teaching strategy on memory and learning experience (HEBREW)	MA	Meltz, Tal	Prof. Michal Zion
2021	Self-regulated learning strategy fosters environmental literacy among students of education (HEBREW)	PhD	Ortal-Ivry, Sigalit (Guly)	Prof. Michal Zion Associate Prof. Nir Madjar
2021	Alternative assessment : high school chemistry teachers' knowledge and perceptions (HEBREW)	PhD	Sokolov, Karen	Dr. Shirly Avargil Prof. Michal Zion
2020	Contribution of metacognitive support and collaborative learning to students' dynamic inquiry performances (HEBREW)	MA	Hameiri, Itamar	Prof. Michal Zion
2020	Contribution of combined health related physical fitness knowledge (HPFK) training with physical education classes to the physical literacy of junior high school girls (HEBREW)	MA	Stahl, Moran	Prof. Michal Zion
2018	Conception of the nature of science and the nature of inquiry process among students who had experienced guided inquiry learning in comparison to students who had experienced the open inquiry learning in high school upon graduation and over time (HEBREW)	MA	Isaschar, Hagit	Prof. Michal Zion
2018	Characterization types of transitions between stages of 'bioinquiry' open inquiry process and the causes of logical connection patterns in that transition (HEBREW)	MA	Karadi, Galit	Prof. Michal Zion
2018	The effect of metacognitive guidance and collaborative learning on a motivational dialog between teacher and student during environmental inquiry-based learning process through on-line asynchronous forums	MA	Schwartz, Liron	Prof. Michal Zion
2017	Learning with a personal laptop from the view point of students and graduates : attitudes and perceptions in a longitudinal study and implementation of information literacy (HEBREW)	PhD	Berger-Tikochinski, Tal	Dr. Ornit Spektor-Levy Prof. Michal Zion
2017	The effect of metacognitive guidance and media literacy guidance on the development of drinking oriented nutritional literacy (HEBREW)	PhD	Cohen Hagit	Prof. Michal Zion
2017	Contribution of metacognitive instruction and collaborative learning to students’ inquiry learning products and inquiry performances within open inquiry based learning (HEBREW)	MA	Guetta, Amos-Aharon	Prof. Michal Zion
2017	The contribution of the ’intergenerational sustainability leadership’ project to the development of environmental literacy of the community (HEBREW)	MA	Watted, Shefa	Prof. Michal Zion
2016	Contribution of metacognitive awareness and collaborative learning to dynamic inquiry performance and student-teacher interaction as they reflected within on line forums which support inquiry-based environmental learning (HEBREW)	MA	Hazut-Kabessa, Odelya	Prof. Michal Zion
2016	The interactions between visual perception, visual attention and graph’s processing (HEBREW)	PhD	Waxman, Pirchia Tamar	Dr. Ronit Ram-Tzur Prof. Michal Zion
2015	The impact of metacognitive instruction and system thinking instruction on the biological fundamental principle homeostasis perception (HEBREW)	PhD	Mor Bar-Yosef, Moriya	Prof. Michal Zion
2015	Effects of aquatic motor intervention during early-childhood and adulthood on motor, cognitive and language abilities and changes in temporoparietal and cerebellar alpha power (HEBREW)	PhD	Nissim, Michal	Prof. Zmira Mevarech Dr. Ronit Ram-Tzur Prof. Michal Zion
2014	The contribution of individual and social metacognitive support within an inquiry-based learning environment to environmental literacy, metacognitive awareness and inquiry perfomances	PhD	Adler, Idit	Prof. Zmira Mevarech Prof. Michal Zion
2014	The effect of teaching with a multisystem approach upon student perception of homeostasis and their system thinking ability (HEBREW)	MA	Israeli, Raaya	Prof. Michal Zion
2013	Dynamic inquiry performances, meta-cognitive awareness and understanding the nature of science among teachers that experienced open inquiry process (HEBREW)	MA	Rimerman-Shmueli, Eti	Prof. Michal Zion
2012	Implementing the new curriculum in chemistry : achieving goals in developing the skills of reading a scientific text and difficulties of the experimental teachers (HEBREW)	MA	Daboor, Miada	Dr. Zvia Fund Prof. Michal Zion
2012	The impact of learning with laptops in 1:1 classes on the development of learning skills and information literacy among middle school students (HEBREW)	MA	Gilat, Yael	Dr. Ornit Spektor-Levy Prof. Michal Zion